Beautiful Bugs!
Indiana Academic Standards
English:
EL.6.1.4 2006 Understand unknown words in informational texts by using word, sentence, and
paragraph clues to determine meaning.
EL.7.1.3 2006 Clarify word meanings through the use of definition, example, restatement, or
through the use of contrast stated in the text.
EL.8.1.3 2006 Verify the meaning of a word in its context, even when it’s meaning is not
directly stated, through the use of definition, restatement, example, comparison,
or contrast.
EL.9.2.8 2006 Make reasonable statements and draw conclusions about a text, supporting them
with accurate examples.
Science:
Agriculture:
PSS-5.9
Explain the functions and components of seeds and fruit
Materials
-Large Marshmallows (At least 4 per student; allow for extra for students to snack on!)
-Gum drops or mini colored marshmallows
-Toothpicks (At least 8 per student)
-Pipe cleaners (2+ for each student)
-Markers (need to have blue and brown, plus various other colors). Markers are needed to draw
on the marshmallows
-Pink and blue paper
-Paper lunch sacks or other containers
-Student lab sheets
Background


One set represent the chromosomes from the mother (female). The other set represents
chromosomes from the father (male).
Each strip (piece of paper letter) represents a chromosome. Each strip has a letter, –
either uppercase or lowercase. The uppercase letters represent a dominant form of the
trait and the lowercase letters represent the recessive form.

Each pair of letters codes for a trait (or, scientifically, an allele). A dominant trait will be
present if one or two uppercase letters are present. A recessive trait occurs only when
both lowercase letters are chosen.
o The pair of letters that are either all uppercase or all lowercase are considered
homozygous. Homo- meaning the same.
o The pair of letters that is one uppercase and one lowercase would be considered
heterozygous. Heterozygous pairs express the dominant trait. Hetero- meaning
different.
Prep: Prior to lesson implementation, prepare the paper chromosomes. Print out the chromosome
sheets (at least one sheet per student with half of the total sheets being pink, and the rest, blue).
The purpose of having two different colors is to demonstrate the inheritance from one parent and
the other. Cut of all of the chromosomes and group them by letter (capital and lower case should
be combined, hold off on the XY chromosomes). For the X and Y chromosomes, Place the pink
X’s in one container and the blue X’s and Y’s in a separate container. Throw away the pink Y’s.
This replicates the accurate portrayal of gender. In the end you should have 18 containers of
chromosomes. It should look like the table below.
BLUE A's Cup PINK A's Cup
One Trait; Two cups
BLUE G's Cup PINK G's Cup
One Trait; Two Cups
Know the Lingo:
 Gene: A basic unit of hereditary material
 Chromosome: a liner arrangement of genes
 Trait: A physical characteristic brought about by the expression of a gene or many genes
(e.g.: height, eye color)
 Phenotype: physical expression (the part you see) of a genotype (example: short/tall,
blue/brown);
 Genotype: genetic combination of a trait ( example: Kk, bb)
 Dominate Gene: an gene that takes precedence over a recessive gene and is expressed
 Recessive Gene: a gene that is not expressed
Procedure:
 Go over the terms and vocabulary to ensure students understand the differences and have
the class practice a few examples of interpreting phenotype and genotype
 Students can either work in pairs or in groups.
 Have each group or pair, select one allele from each container (having two letters, one
pink and one blue of the same letter; except it won’t always be the case for the X and Y
alleles).
 Have them sort out their chromosomes and record the genotype and what their phenotype
will be on their lab sheet, having each student or pair, construct their creature as they go.
Having a central location for all supplies that the retrieve material from may be helpful.
To construct creature, start with the body, using toothpicks to connect the marshmallows.

Once the class is finished, have student or pairs switch creatures and interpret the
genotype and ensure the phenotype is expressed correctly.
 Finish the activity with a class discussion with questions.
o Compare your Bug to the others in the class. Explain why they are all so different.
o Compare genotype and phenotype…what do these words mean?
o Are there any twin Bugs in the class? Do they share the same genotype?
Phenotype?
o Why is understanding genotype important? Why is understanding your genetics
important?
Tackle the topic:



Simulate an environmental disaster and how genes can become lost: (ADAPT FROM
TOOTHPICK FISH AND CITE)
Introduce students to genetic ratios with practicing Punnett squares as a class. Explain to
students how this is used to help scientists predict offspring.
Have students work in groups to create a rap/song/poem or picture with each of the major
terms and use them with examples correctly.
Student Lab Sheet
Body Part
Action
Material
Body
 B=2 body segments
+1extra marshmallow
for the head
 b= 3 body segments
+1extra marshmallow
for the head
Spikes
 G = 1 spike
 g = 2 spikes
Wings
 H = 2 wings
 h = 0 wings
Eye Color
 E= blue eyes
 e= brown eyes
Nose Color
 N= Pink nose
 n=yellow nose
Number of
segments +
marshmallow for
the head
Large white
marshmallows
Spike
Pipe Cleaners
Wings
Pipe Cleaners
Eye color
Markers (blue
or brown)
Color of nose
Pink/yellow
marshmallows
or gum drops
Antennae
 A = 2 antennae
 a = 1 antenna
Tail
 T = curly
 t = straight tail
Legs/Arms
 L = red legs
 l = blue legs
Gender
 XX = female
 XY = male
Number of
Antennae
Toothpicks
Tail appearance
Pipe cleaners
Color legs (color
the toothpicks)
Toothpicks
Decorate
creature using
markers
Markers
Your Bugs
GENOTYPE
Your Bugs
PHENOTYPE
Chromosome Sheets
(Print this sheet out once for every student or student group, with half of the total sheets being pink and
half being blue)
A a H h G g N
n E e T t L l
B b X Y X
A a H h G g N
n E e T t L l
B b X Y X